Place-based learning in K-12 science education: A systematic review

Abstract

In recent years, place-based learning (PBL) has increasingly gained recognition and practice for its contribution to K-12 science education. However, the existing literature lacks a comprehensive review that systematically investigates the progress and implementation of PBL in K-12 science education. To bridge research and practice, this study conducted a systematic literature review of 68 studies published in internationally reputed journals. The findings revealed that PBL promotes authentic inquiry, fosters students' engagement in social transformation, and integrates local knowledge into science education. Scientific inquiry skills, understanding of human-environment relationships and critical thinking are identified as the main objectives. Main topics include regional sustainable development, biodiversity, and global climate change. Embodied experience, community-based project, and place-based socioscientific issues are frequently employed in the learning process. In terms of assessment, questionnaires & tests, specific formative assessment tasks are more appropriate methods. Moreover, the findings also suggest that PBL in K-12 science education encounters a range of challenges, including synergizing with standards-based science education, teachers' capacity for place-based pedagogy, differences in students’ inherent sense of place, and support from inside and outside the school. The study provides a systematic comprehension of PBL in K-12 science education, filling a gap in the existing literature, providing valuable suggestions for future research and practice.